Teacher Page
This project was desinged to be used in a 6th grade Social Studies classroom. The classroom consist of students of all ability levels (regular education, ESOL, Special Education, behavior disorders). This webquest is designed to be a formative assessment at the end of a unit of study on Europe. I feel that this webquest could easily be adapted to 7th grade curriculum as well given that the standards are very similar. There is definite application to high school level geography classes, although most of the links would need to be updated or adapted to meet various curricular and ability levels.
And yes, since you asked, this did take a lot of time to create. However, it is well worth it. Having used web quest in the past, my students have loved them. If you are one of those research based kind of people, here is a youtube video explaining a little bit of the science and strategy behind webquests.
And yes, since you asked, this did take a lot of time to create. However, it is well worth it. Having used web quest in the past, my students have loved them. If you are one of those research based kind of people, here is a youtube video explaining a little bit of the science and strategy behind webquests.
What you will need
Ideally, you would want every student to have their own device, be it desktop, laptop, tablet, or smart phone. Students will also need a way to collaborate with each other in some fashion, either via class time or outside collaboration through a variety of services. Here are some collaborative tools that I have seen used effectively in the past:
Dropbox - https://www.dropbox.com/
Googledocs - docs.google.com
You will also need instructional time to dedicate to the web quest, especially with younger learners who may have more logistical questions than their older counterparts.
Dropbox - https://www.dropbox.com/
- Dropbox utilizes cloud software and allows you to access documents anywhere on any device. Dropbox has mobile apps so that no matter the access a student has, they may still retrieve documents. Requires sign up
Googledocs - docs.google.com
- Googledocs uses cloud software and allows you to access documents anywhere on any device. I have used this in the past to do peer editing and evaluation. Requires a Google account
- Edmodo is essentially a Facebook for your classroom. You can create class pages which allow students to turn in assignments, collaborate, and ask for help when needed. Requires sign up
You will also need instructional time to dedicate to the web quest, especially with younger learners who may have more logistical questions than their older counterparts.
Differentiation
While this may seem like a pretty straight forward web quest, it does require a lot of reading. This could prove problematic for Special Education students or those in ESOL/ELL programs. This web quest is designed to allow student to choose their own roles and to be creative in their presentations but it could just as easily become more structured; i.e; assign students a job. The geographer and historian roles are much more straightforward than some of the other jobs due to the fact that they do not require the location of a "hot topic" story nor do they require a student to investigate a solution to a problem. Additionally, you may assign a student to be simply create the presentation if reading web pages is too challenging, as it is with some of my students. Overall, I feel this project offers a lot of adaptability to different classes and ability levels.
Georgia Performance Standards
Through thoughtful completion of this assignment and other course work, students should cover the bulk of the following standards:
EUROPE
Geographic Understandings
SS6G8 The student will locate selected features of Europe.
a. Locate on a world and regional political- physical map: the Danube River, Rhine River, English Channel, Mediterranean Sea, European Plain, the Alps, Pyrenees, Ural Mountains, Iberian Peninsula, and Scandinavian Peninsula.
b. Locate on a world and regional political-physical map the countries of Belgium, France, Germany, Italy, Poland, Russia, Spain, Ukraine, and United Kingdom.
SS6G9 The student will discuss environmental issues in Europe.
a. Explain the major concerns of Europeans regarding the issues such as acid rain in Germany, air pollution in the United Kingdom, and the nuclear disaster in Chernobyl, Ukraine.
SS6G10 The student will explain the impact of location, climate, natural resources, and
population distribution on Europe.
a. Compare how the location, climate, and natural resources of the United Kingdom and Russia affect where people live and how they trade.
b. Compare how the location, climate, and natural resources of Germany and Italy affect where people live and how they trade.
SS6G11 The student will describe the cultural characteristics of Europe.
a. Explain the diversity of European languages as seen in a comparison of German, English, Russian, French, and Italian.
b. Describe the major religions in Europe; include Judaism, Christianity, and Islam.
c. Explain how the literacy rate affects the standard of living in Europe.
Government/Civics Understandings
SS6CG4 The student will compare and contrast various forms of government.
a. Describe the ways government systems distribute power: unitary, confederation, and federal.
b. Explain how governments determine citizen participation: autocratic, oligarchic, and democratic.
c. Describe the two predominant forms of democratic governments: parliamentary and presidential.
SS6CG5 The student will explain the structure of modern European governments.
a. Compare the parliamentary system of the United Kingdom of Great Britain and Northern Ireland (United Kingdom), the federal system of the Federal Republic of Germany (Germany), and the federation of the Russian Federation (Russia), distinguishing the form of leadership and the role of the citizen in terms of voting and personal freedoms.
b. Describe the purpose of the European Union and the relationship between member nations.
Economic Understandings
SS6E5 The student will analyze different economic systems.
a. Compare how traditional, command, and market, economies answer the economic questions of 1 -what to produce, 2-how to produce, and 3-for whom to produce.
b. Explain how most countries have a mixed economy located on a continuum between pure and market and pure command.
c. Compare the basic types of economic systems found in the United Kingdom, Germany, and
Russia.
SS6E6 The student will analyze the benefits of and barriers to voluntary trade in Europe.
a. Compare and contrast different types of trade barriers such as tariffs, quotas, and embargos.
b. Explain why international trade requires a system for exchanging currencies between nations.
SS6E7 The student will describe factors that influence economic growth and examine their
presence or absence in Europe.
a. Explain the relationship between investment in human capital (education and training) and gross domestic product (GDP).
b. Explain the relationship between investment in capital (factories, machinery, and technology) and gross domestic product (GDP).
c. Describe the role of natural resources in a country’s economy.
d. Describe the role of entrepreneurship.
Historical Understandings
SS6H6 The student will analyze the impact of European exploration and colonization on various
world regions.
a. Identify the causes of European exploration and colonization; include religion, natural resources,
a market for goods, and the contributions of Prince Henry the Navigator.
b. Trace the empires of Portugal, Spain, England, and France in Asia, Africa, and the Americas.
c. Trace the colonization of Australia by the United Kingdom.
d. Explain the impact of European empire building in Africa and Asia on the outbreak of WWI.
SS6H7 The student will explain conflict and change in Europe to the 21st century.
a. Describe major developments following World War I: the Russian Revolution, the Treaty of Versailles, worldwide depression, and the rise of Nazism.
b. Explain the impact of WWII in terms of the Holocaust, the origins of the Cold War, and the rise of Superpowers.
c. Explain how the collapse of the Soviet Union led to the end of the Cold War and German reunification.
EUROPE
Geographic Understandings
SS6G8 The student will locate selected features of Europe.
a. Locate on a world and regional political- physical map: the Danube River, Rhine River, English Channel, Mediterranean Sea, European Plain, the Alps, Pyrenees, Ural Mountains, Iberian Peninsula, and Scandinavian Peninsula.
b. Locate on a world and regional political-physical map the countries of Belgium, France, Germany, Italy, Poland, Russia, Spain, Ukraine, and United Kingdom.
SS6G9 The student will discuss environmental issues in Europe.
a. Explain the major concerns of Europeans regarding the issues such as acid rain in Germany, air pollution in the United Kingdom, and the nuclear disaster in Chernobyl, Ukraine.
SS6G10 The student will explain the impact of location, climate, natural resources, and
population distribution on Europe.
a. Compare how the location, climate, and natural resources of the United Kingdom and Russia affect where people live and how they trade.
b. Compare how the location, climate, and natural resources of Germany and Italy affect where people live and how they trade.
SS6G11 The student will describe the cultural characteristics of Europe.
a. Explain the diversity of European languages as seen in a comparison of German, English, Russian, French, and Italian.
b. Describe the major religions in Europe; include Judaism, Christianity, and Islam.
c. Explain how the literacy rate affects the standard of living in Europe.
Government/Civics Understandings
SS6CG4 The student will compare and contrast various forms of government.
a. Describe the ways government systems distribute power: unitary, confederation, and federal.
b. Explain how governments determine citizen participation: autocratic, oligarchic, and democratic.
c. Describe the two predominant forms of democratic governments: parliamentary and presidential.
SS6CG5 The student will explain the structure of modern European governments.
a. Compare the parliamentary system of the United Kingdom of Great Britain and Northern Ireland (United Kingdom), the federal system of the Federal Republic of Germany (Germany), and the federation of the Russian Federation (Russia), distinguishing the form of leadership and the role of the citizen in terms of voting and personal freedoms.
b. Describe the purpose of the European Union and the relationship between member nations.
Economic Understandings
SS6E5 The student will analyze different economic systems.
a. Compare how traditional, command, and market, economies answer the economic questions of 1 -what to produce, 2-how to produce, and 3-for whom to produce.
b. Explain how most countries have a mixed economy located on a continuum between pure and market and pure command.
c. Compare the basic types of economic systems found in the United Kingdom, Germany, and
Russia.
SS6E6 The student will analyze the benefits of and barriers to voluntary trade in Europe.
a. Compare and contrast different types of trade barriers such as tariffs, quotas, and embargos.
b. Explain why international trade requires a system for exchanging currencies between nations.
SS6E7 The student will describe factors that influence economic growth and examine their
presence or absence in Europe.
a. Explain the relationship between investment in human capital (education and training) and gross domestic product (GDP).
b. Explain the relationship between investment in capital (factories, machinery, and technology) and gross domestic product (GDP).
c. Describe the role of natural resources in a country’s economy.
d. Describe the role of entrepreneurship.
Historical Understandings
SS6H6 The student will analyze the impact of European exploration and colonization on various
world regions.
a. Identify the causes of European exploration and colonization; include religion, natural resources,
a market for goods, and the contributions of Prince Henry the Navigator.
b. Trace the empires of Portugal, Spain, England, and France in Asia, Africa, and the Americas.
c. Trace the colonization of Australia by the United Kingdom.
d. Explain the impact of European empire building in Africa and Asia on the outbreak of WWI.
SS6H7 The student will explain conflict and change in Europe to the 21st century.
a. Describe major developments following World War I: the Russian Revolution, the Treaty of Versailles, worldwide depression, and the rise of Nazism.
b. Explain the impact of WWII in terms of the Holocaust, the origins of the Cold War, and the rise of Superpowers.
c. Explain how the collapse of the Soviet Union led to the end of the Cold War and German reunification.
Technology Standards
Aside from the curriculum standards, this webquest will also allow students to complete the following ISTE Student standards: 1. Creativity and Innovation -Students demonstrate creative thinking, construct knowledge, and develop innovative products and
processes using technology.
a. Apply existing knowledge to generate new ideas, products, or processes
b. Create original works as a means of personal or group expression
2. Communication and Collaboration - Students use digital media and environments to communicate and work collaboratively, including
at a distance, to support individual learning and contribute to the learning of others.
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media
b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats
c. Develop cultural understanding and global awareness by engaging with learners of other cultures
d. Contribute to project teams to produce original works or solve problems
3. Research and Information Fluency - Students apply digital tools to gather, evaluate, and use information.
a. Plan strategies to guide inquiry
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
d. Process data and report results
4. Critical Thinking, Problem Solving, and Decision Making - Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
a. Identify and define authentic problems and significant questions for investigationc. Collect and analyze data to identify solutions and/or make informed decisions
5. Digital Citizenship - Students understand human, cultural, and societal issues related to technology and practice legal and
ethical behavior.
a. Advocate and practice safe, legal, and responsible use of information and technology
b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity
c. Demonstrate personal responsibility for lifelong learning
d. Exhibit leadership for digital citizenship
6. Technology Operations and Concepts - Students demonstrate a sound understanding of technology concepts, systems, and operations.
a. Understand and use technology systems
b. Select and use applications effectively and productively
c. Troubleshoot systems and applications
d. Transfer current knowledge to learning of new technologies
processes using technology.
a. Apply existing knowledge to generate new ideas, products, or processes
b. Create original works as a means of personal or group expression
2. Communication and Collaboration - Students use digital media and environments to communicate and work collaboratively, including
at a distance, to support individual learning and contribute to the learning of others.
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media
b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats
c. Develop cultural understanding and global awareness by engaging with learners of other cultures
d. Contribute to project teams to produce original works or solve problems
3. Research and Information Fluency - Students apply digital tools to gather, evaluate, and use information.
a. Plan strategies to guide inquiry
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
d. Process data and report results
4. Critical Thinking, Problem Solving, and Decision Making - Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
a. Identify and define authentic problems and significant questions for investigationc. Collect and analyze data to identify solutions and/or make informed decisions
5. Digital Citizenship - Students understand human, cultural, and societal issues related to technology and practice legal and
ethical behavior.
a. Advocate and practice safe, legal, and responsible use of information and technology
b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity
c. Demonstrate personal responsibility for lifelong learning
d. Exhibit leadership for digital citizenship
6. Technology Operations and Concepts - Students demonstrate a sound understanding of technology concepts, systems, and operations.
a. Understand and use technology systems
b. Select and use applications effectively and productively
c. Troubleshoot systems and applications
d. Transfer current knowledge to learning of new technologies